Professional Documents
Culture Documents
Christiane Nord
Magdeburg
1. General remarks
and that this principle applies to both source and target-cultural text
production (= metacommunicative competence);
c) is able to spot the “rich points” (Agar 1991, 168), where the
behaviour of the representatives of a particular pair of cultures or
diacultures in a given situation is so divergent that it may lead to
communication conflicts or even breakdowns, and finds ways and
means to solve cultural conflicts without taking sides (= intercultural
competence);
d) knows that, due to culture-specific conventions, apparently
similar or analogous structures of two languages are not always
used with the same frequency or in the same situation (= distribution)
by the respective culture communities, and that the use of the wrong
set of signs may severely interfere with the text’s functionality;
e) has the ability to produce a target text serving the desired
function even though the source text may be badly written or poorly
reproduced (= writing abilities);
f) knows how to use both traditional and modern (i.e. electronic)
translation aids and knowledge sources (= media competence);
g) has a good general education and a better specific knowledge
of the topic the source text is about (or knows how to compensate
efficiently for any lack of knowledge) (= research competence);
h) works fast, cost-efficiently, and to perfection, even under
high pressure (= stress resistence), and
i) knows what her/his translations are worth (= self-assertion,
from the practitioners’ point of view, and self-assurance or self-
confidence, as the trainers see it).
This is the profile practitioners and theoreticians, or rather,
trainers, more or less agreed upon at a Conference on Translation
Quality which took place in Leipzig last year. Of course, the
practitioners uttered a few more requirements, like skills in spe-
cific forms of translation (e.g., dubbing, voice-over, website trans-
lation, software localization), management and leading competence,
the ability to work in a team and to constantly adapt to changing
working conditions, revision skills, and the like, and they could not
30 Christiane Nord
two languages and cultures work and where the differences lie that
make it impossible just to “switch codes” in translation. Therefore,
language teachers working in a translator training programme should
be aware of the specificities of translational language use and take
them into consideration.
It is a frequent complaint that translation students have an
insufficient command of their own native language. Apart from the
development of foreign-language proficiency, translation-oriented
language classes may also lead to a better competence in the native
language if the contrastive perspective is introduced at a rather
early stage. This does not mean that I would like to revive the old
tradition of using translation as a teaching tool in foreign-language
acquisition (as was typical particularly of Latin and Greek classes).
On the contrary, grammar translation (or: “philological translation”)
should definitely be banned from the translation-oriented language
class. What is much more efficient is the contrastive analysis of
authentic, real-life texts, which shows that similar communicative
intentions are verbalized in different ways in the two cultures even
though the language system may allow the use of analogous
structures. This is what I would like to call “contrastive style
analysis”: students should be made aware of the norms and
conventions of communication in everyday settings before they start
translating structure-by-structure or word-by-word.
Parallel to the development of native and foreign language
competence, the students should gain some insight into the following
aspects of general text competence:
• text production as a purposeful, culture-bound activity (text
pragmatics)
• texts as means of communication used for specific pur-
poses and addressees
• the importance of cultural and world knowledge for both
text reception and production
32 Christiane Nord
learnt in theory, and the swim-or-sink procedure has the great dis-
advantage of risking that the students acquire bad translation habits
which have to be cured afterwards.
The curricular structure of our training programme for technical
translators1 follows this pig-tail philosophy:
! 1 st to 3 rd semester: introduction to the theoretical and
methodological concepts of intercultural communication and
translation;
! 4th semester: introduction to translation practice of both general
and specialized texts, into the native and into the foreign
language, with constant references to the theoretical back-
ground;
! 5th semester: practical periods and/or university studies
abroad;
! 6th and 7th semester: practice and theory of specialized
translation, terminology, use of both traditional and electronic
translation aids and tools, practical part of the final exams;
! 8th semester: diploma thesis and colloquium (i.e. theoretical
part of the final exams).
The first theoretical phase includes the following activities:
• development of a (contrastive) language and culture
competence in two foreign languages and in the native language,
including the ability to produce texts for a variety of situations and
functions (see section 3),
• introduction to translation-relevant aspects of linguistics and
pragmatics in order to provide the concepts and terms needed for
text and discourse analysis, and
• the basic concepts of intercultural communication and trans-
lation theory.
The introduction to translation theory is basically practice-oriented
and deals with the most important aspects of professional transla-
tion, such as: translation as a purposeful activity, models of the
translation process, communicative functions of texts and transla-
36 Christiane Nord
Along the lines of norms like ISO 9000ff. (1992) or DIN 2345
(1998), “quality control” and “quality management” are modern
buzzwords in professional translation settings (cf. Schmitt 1998,
395), which should also be considered – at least to a certain extent
– in translator training. In the translation projects, one role may be
that of quality manager – and in the classroom, students have to
become acquainted with the procedures of proof-reading and
revising their own translations and those produced by other transla-
tors making use of the linguistic and translatological concepts they
have learned in the preparatory course in order to justify their judg-
ments.
Monitoring takes various forms in the different stages of the
learning process. Using a top-down strategy which proceeds from
situational macrostructures to linguistic microstructures, pragmatic
adequacy is more important than linguistic correctness in the
introductory phase, whereas violations of stylistic and linguistic
Training Functional Translators 41
Notes
1. The following details refer to the four-year Programme for “Specialized Commu-
nication” at the University of Applied Sciences (Fachhochschule) of Magdeburg,
Germany, which started in 1964 and leads to a German Diploma degree corre-
sponding to a British Bachelor Honours or a Spanish Licenciatura.
2. This article will also be published as a chapter in Martha Tennent (ed.): Training
Translators for the New Millenium, Amsterdam: John Benjamins (2001).
References
Agar, Michael (1991) The Biculture in Bilingual, in: Language in Society 20:167-
181.
Nord, Christiane (1994a) Functional Units in Translation, in: Anna Mauranen &
Tiina Puurtinen (eds.) Translation – Acquisition – Use, Jyväskylä: University
Press, 41-50.
Nord, Christiane (1996) Wer nimmt denn mal den ersten Satz? in: A. Lauer et al.
(eds.) Translationswissenschaft im Umbruch. Festschrift für Wolfram Wilss,
Tübingen: Narr, 313-327.
Nord, Christiane (1997b) Alice Abroad: Dealing with descriptions and transcriptions
of paralanguage in literary translation, in Fernando Poyatos (ed.) Nonverbal Com-
munication and Translation, Amsterdam: Benjamins, 107-129.